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Part-time and time faculty conceptualizations of academic community: a case study

PART-TIME AND FULL-TIME FACULTY CONCEPTUALIZATIONS OF
ACADEMIC COMMUNITY: A CASE STUDY
by
Cecile H. Sam
A Dissertation Presented to the
FACULTY OF THE USC GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(EDUCATION)
May 2012
Copyright 2012 Cecile H. Sam

The poor work environment for part-time faculty in higher education is a topic that has been receiving more attention as the professoriate moves away from full-time tenure-track positions. In community colleges, the use of part-time faculty is even more prevalent. However, there are institutions that have been trying to create better work environments for their part-time faculty. It is important to understand how and why these few campuses decided to change. This qualitative case study of one of those exemplary institutions examines faculty conceptualizations and perceptions of academic community at a two-year community college, and explores the ways that these conceptualizations shape the work environment for part-time faculty. Among the findings, this study found that conceptualizations of community shape work environment in four ways: defining membership, providing mission and goals, create feelings of belonging, and influence citizenship behaviors.

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PART-TIME AND FULL-TIME FACULTY CONCEPTUALIZATIONS OF
ACADEMIC COMMUNITY: A CASE STUDY
by
Cecile H. Sam
A Dissertation Presented to the
FACULTY OF THE USC GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(EDUCATION)
May 2012
Copyright 2012 Cecile H. Sam